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Continuous Improvement & Equity are Key to School Climate

  • National School Climate Center

Continuous Improvement & Equity are Key to School Climate

Introduction

This is the last of our 4-part Fall, 2024 blog series. Click here to read the first, second, and third posts. In this post, we share some keys to building a positive school climate: continuous improvement, measurement, and embracing an equitable approach to creating positive educational environments. Here are five insights that highlight the necessity of these commitments in fostering a supportive and inclusive school climate.

1. Committing to Continuous Improvement is the Only Path to Real Change

Committing to continuous improvement is essential for maintaining and enhancing a positive school climate over time. Schools should regularly assess their climate using data, feedback, and observation, as well as identify areas for growth and development. By engaging in ongoing reflection, evaluation, and professional learning, schools can adapt their practices, policies, and programs to meet the evolving needs of their students and community. By embracing a growth mindset and a commitment to continuous improvement, schools can create a culture of excellence, innovation, and resilience that fosters a positive and supportive learning environment for all students.

2. Measurement Provides a Foundation for Planning and Action Action

In school climate, measurement is key to understanding the current state of affairs, identifying areas for improvement, and tracking progress over time. By implementing robust assessment tools, collecting relevant data, and analyzing results, schools can gain insights into the factors influencing their climate and make informed decisions to address challenges and enhance positive aspects. Measurement not only provides a foundation for strategic planning and resource allocation but also fosters accountability and transparency within the school community.

3. Embracing Equity and Inclusion Empowers Everyone

All schools have the opportunity to embrace diversity in every form (racial, ethnic, gender, learning style, socioeconomic status, religion, and so much more). Promoting inclusion of everyone is essential for creating a positive and equitable school climate. Schools should celebrate the unique identities, backgrounds, and experiences of all students and foster a culture of respect, acceptance, and belonging. By recognizing and valuing the fullness of identities and experiences within the school community, schools can create an inclusive environment where all individuals feel empowered to fully participate, contribute, and succeed.

4. The Little Things Matter for Engaging Everyone

While improving school climate is comprehensive and frequently complex, it’s often the small gestures that have the most significant impact. This is especially true when looking to help individuals from a wide range of backgrounds feel part of the community. Simple acts like greeting students by name, asking how they’re doing, and showing genuine interest in their well-being may seem insignificant, but they contribute significantly to the overall atmosphere of care and belonging within the school community. These small but meaningful interactions create a sense of connection, trust, and support, laying the foundation for positive relationships and a nurturing learning environment.

5. Strengthening Family and Community Partnerships Creates Sustainability and Builds Capacity

Including everyone in the community means everyone, because it truly takes a village. Building strong partnerships with families and the broader community is essential for creating a supportive and inclusive school climate. Schools can involve parents and caregivers in school activities, decision-making processes, and volunteer opportunities, as well as collaborate with community organizations, businesses, and local leaders to support students’ academic, social, and emotional development. By fostering strong family and community partnerships, schools can create a network of support and resources that enhances student success, strengthens school climate, and promotes a sense of belonging and connectedness within the broader community.

Take Your School Climate Improvement to the Next Level

Explore NSCC tools and guidance to help your school build safe, supportive, and thriving learning environments.

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E Tsang, Director of Operations, National School Climate Center

E Tsang

Director of Operations

As the Director of Operations for NSCC, E Tsang helps make the finances, HR, and organizational functions of NSCC run smoothly.
Adam St. Bernard Jacobs(he/him), Co-Executive Director, National School Climate Center

Adam St. Bernard Jacobs (he/him)

Co-Executive Director

Adam is a peace educator and nonprofit leader. Adam was previously the organization’s Director of Development. Prior to joining NSCC, Adam was the co-founder and Executive Director of Kids Creative, an arts education organization in NYC. He was also a member of the team that founded a community elementary school in The Bronx. He has worked on issues of equity, anti-racism, arts education, and conflict resolution. He has written articles and led workshops in conflict resolution and the arts, giving talks and workshops at Columbia University, The Peace and Justice Studies Conference, Gettysburg College, and The University of Istanbul, among others. Adam has an undergraduate degree in International Politics, a Masters degree in Peace Education, and a Certificate in Senior Nonprofit Leadership, all from Columbia University, as well as an undergraduate degree in Rabbinic Law from The Jewish Theological Seminary of America. He was also Mr. Clown, a lead performer in the internationally acclaimed rock group for kids, The Dirty Sock Funtime Band, and was a regular on Nick Jr. and Chuck E Cheese TV. He is raising 2 fantastic children with his life partner, Tabitha.
Kori Hamilton Biagas, Director of Education, National School Climate Center

Kori Hamilton Biagas

Director of Education

Kori is an educator, connector, truth seeker, master facilitator, and the founder of Just Educators. Kori has nearly 20 years of experience in strategic planning, policy analysis and development, instruction, coaching, and technical assistance. As an Equity Specialist for the Region IV and Region IX equity assistance centers, Kori managed large-scale, racial equity driven school district transformation efforts, led district and state leaders through policy analysis, coached state leaders through school climate transformation initiatives, and provided equity-focused professional learning opportunities at all levels of education. Kori specializes in addressing and resolving inequitable policies, practices, and processes in organizations related to racial equity and social justice.
Christian Villenas, Ph.D, Co-Executive Director, National School Climate Center

Christian Villenas, Ph.D

Co-Executive Director

A sociologist by training and an applied education researcher by practice, Christian’s work examines how educational institutions shape opportunity, belonging, exclusion, and student experience. At NSCC, he helps guide the organization’s research, measurement, evaluation, partnerships, and strategic growth, with a focus on making evidence usable for schools, districts, and education partners. Before joining NSCC, Dr. Villenas held research and policy roles at GLSEN, Advocates for Children of New York, the New York City Charter School Center, the NAEP Education Statistics Services Institute, and the American Institutes for Research. Across more than two decades, his work has focused on school climate, social disparities in education, disability studies, LGBTQ student experiences, college access, education policy, program evaluation, and statistical analysis. He holds a BS from New York University, an MS from The New School, and a PhD in Sociology from Johns Hopkins University.
Amanda Weitzel, Director of School Partnerships, National School Climate Center

Amanda Weitzel

Director of School Partnerships

For over a decade at NSCC, Amanda has partnered with schools and districts across the country to support the implementation of school climate surveys and the strategic use of data to drive meaningful improvement. With a background in data analysis, customer success, and partner support, Amanda specializes in helping educators move beyond data collection to uncover actionable insights that strengthen school communities. Her work sits at the intersection of research, data, and practice, guiding school and district leaders in translating survey results into informed decisions that support student success, staff well-being, and positive learning environments. Amanda is passionate about empowering educators with the tools, knowledge, and confidence needed to create safe, supportive, and engaging schools where all students can thrive.
Samantha Elleman, Associate Director of Research, National School Climate Center

Samantha Elleman

Associate Director of Research

Samantha’s primary research topics span school climate, social inclusion, and school climate improvement. Prior to joining the National School Climate Center, Samantha worked as Assistant Teacher and Research Assistant at the Barnard Toddler Center. Her research interests include early childhood education, childhood trauma and protective factors, social-emotional education, and mental wellness in schools. Samantha holds a Bachelor of Arts in Psychology from Barnard College and a Master of Arts in Developmental Psychology from Teachers College, Columbia University.